學術產出-Theses
Article View/Open
Publication Export
-
題名 我國健康促進學校指標及權重建構之研究
A Study on Constructing Health Promoting School Indicators and Weights in Taiwan作者 陳怡蓓
Chen, I-Pei貢獻者 吳政達
WU, Cheng-Ta
陳怡蓓
Chen, I-Pei關鍵詞 健康促進學校
健康促進學校指標
權重分析
兒童及青少年健康
焦點團體座談
模糊德菲法
Health Promoting School
Health Promoting School Indicators
Weight Analysis
Children and Adolescent Health
Focus Group Discussion
Fuzzy Delphi Method日期 2023 上傳時間 2-Aug-2023 14:32:51 (UTC+8) 摘要 本研究係以「健康促進學校國際認證標準」為指標發展之基礎，並參採聯合國教科文組織與世界衛生組織最新發布之健康促進學校全球標準與國內外有關健康促進學校指標相關的文獻，旨在建立健康促進學校指標及權重。研究方法採焦點團體座談及模糊德菲法，藉以蒐集專家學者對健康促進學校指標向度之重要性意見。最後以三角模糊數及反模糊化，進行指標之刪除及權重計算，經過重新編排後，建構「健康促進學校指標系統」。本研究建構「健康促進學校指標系統」，共有8個向度、43項指標，而指標中權重最重者為「學校提供足夠的飲用水，定期檢驗飲水設備並將水質檢驗結果與維護紀錄置於明顯處」、權重最低者為「學校依教育部或縣市教育局（處）規定的健康議題，並按照實證導向的精神推動及檢討」。依據本研究之結論，提出對主管機關、高級中等以下各級學校推動健康促進及未來研究之建議。
This study is based on the "Health Promoting School International Accreditation Standards" as the foundation for indicator development, and incorporates relevant literature on health promoting school indicators from the latest releases by UNESCO and the World Health Organization, both internationally and domestically. The aim is to establish health promoting school indicators and their weights in our country. The research methods involves focus group discussions and the Delphi method, which collect expert opinions on the importance of dimensions related to health promoting school indicators. Finally, using triangular fuzzy numbers and defuzzification, indicators are eliminated and weights are calculated. After reorganization, the "Health Promoting School Indicator System" was constructed.This study constructs the "Health Promoting School Indicator System" consisting of 8 dimensions and 43 indicators. The indicator with the highest weight is "School provides an adequate supply of drinking water, regularly tests drinking water facilities, and displays water quality test results and maintenance records prominently." The indicator with the lowest weight is "School promotes and reviews health issues according to the guidelines set by the Ministry of Education or county/city education authorities, following an evidence-based approach." Based on the findings of this study, recommendations are proposed for the competent authorities and schools at all levels of primary and secondary education regarding the promotion of health promotion and future research.參考文獻 一、中文部份王淑華（2004）。高中職社區化適性課程改進成效指標之建構。國立臺灣師範大學工業教育學系碩士論文。台灣學校衛生學會（2019）。第四版學校衛生供作指引理論篇。取自http://sha.org.tw/category/journal/行政院衛生署（2005）。社區衛生護理實務參考指引。行政院衛生署、國家衛生研究院（2009）。2020健康國民白皮書。台北：行政院衛生署企劃室。行政院衛生署國民健康局（2004）。參訪澳洲推動健康促進學校計畫。取自： https://report.nat.gov.tw/ReportFront/ReportDetail/detail?sysId=C09500474#b吳政達（2008）。教育政策分析：概念、方法與應用（第二版）。高等教育出版社。吳清山、林天祐（2001）。焦點團體法。教育研究月刊，92，128。李大拔（2002）。健康促進學校：香港經驗分享。香港中文大學。李蘭、陳富莉（1998）。美國與歐洲之健康促進概念。健康促進通訊，1，2-5。阮亭中、吳柏林（2000）。模糊數學與統計應用。台北：俊傑書局。姜逸群、黃雅文（1992）。衛生教育與健康促進。台北：文景。香港中文大學醫學院賽馬會公共衛生及基層醫療學院健康教育及促進健康中心（2018）。取自http://www.cuhk.edu.hk/med/hep/c_index.html唐貺怡、黄松元、陳政友（2004）。美國小學學校衛生指標。學校衛生，45， 91-119。晏涵文（2002）。學校健康促進計畫。臺灣教育，617，2-12。健康促進學校國際網絡推廣中心（2021）。台灣HPS。線上檢索日期：2023年5月23日。取自：https://www.hpsinc.tw/page/3.0國家教育研究院（2012）。模糊集合理論。國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。https://terms.naer.edu.tw/detail/1679030/國家衛生研究院（2015）。2030兒童醫療與健康政策建言書。張鈿富（1996）。台灣地區教育指標建構之研究。行政院國家科學委員會研究報告(編號：NSC84-2413-H004-002)。臺北市：政治大學。張憲庭（2009）。推動健康促進學校的有效策略。北縣教育，67。張麗春、黃松元、巫菲翎（2005）。從健康促進學校的觀點談學校與社區夥伴關係之建立。護理雜誌，52（3），76-81。教育部（2013年，12月11日)。教育基本法。全國法規資料庫。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0020045&kw教育部（2016年，6月1日)。國民教育法。全國法規資料庫。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070001&kw教育部（2021）。健康促進學校之學校衛生工作指引。教育部（2021）。教育部國民及學前教育署補助地方政府辦理學校健康促進實施計畫。教育部（2021，1月13日修訂）。學校衛生法。全國法規資料庫。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0020050郭昭佑（2001）。教育評鑑指標建構方法探究。國教學報，13，257-285。郭家娟（2019）。健康促進學校國際認證金、銀、銅質獎學校推動歷程之研究。國立臺灣師範大學健康促進與衛生教育學系碩士論文。郭鐘隆（2005）。推動學校本位的健康促進學校。臺灣教育，634，14-19。陳文彥（2021）。教師領導知識基礎的文獻計量分析。教育研究與發展期刊，17（2），1-35。陳玉霞（2007）。宜蘭縣先驅性健康促進學校執行成效評估之研究。國立臺灣師範大學衛生教育學系碩士論文。陳志哲、王耀德、李有村、紀雪雲（2008）。台灣健康促進學校聯盟參訪香港省思。學校衛生，53，111-122。陳美嬿（2010）。健康促進學校與社區夥伴關係之現況及其相關因素研究。國立臺灣師範大學健康促進與衛生教育學系碩士論文。陳毓景（2001）。健康促進學校的發展與推動。學校衛生，39，40-62。黄松元、陳政友、賴香如（2004）。學校衛生工作新模式-健康促進學校。學校衛生，45，59-71。曾如敏（2005）。臺灣地區國民小學護理人員對健康促進學校的看法與其相關因素之研究。國立臺灣師範大學衛生教育學系碩士論文。湯家偉（2006）。台灣地區大學排名指標建構之研究。國立政治大學教育學系碩士論文。黃松元（2003）。我國學校衛生之發展。學校衛生，42，59-81。黃松元（2009）。健康促進學校計畫的實施及其應努力的方向。學校衛生，55，107-122。黃淑貞、徐美玲、莊苹、姜逸群、陳曉玟、邱雅莉（2005）。臺灣地區國小實施健康促進學校現況之研究。學校衛生，46，1-23。黃淳霞、吳佳珊、江季蓁、胡淑華、于漱（2010）。健康促進學校中之護理人員的角色與應具備的專業能力。源遠護理，4（2），11-18。楊靜昀、蔡國瑞、陳政友、劉秀枝、牛玉珍（2018）。學校護理人員「織」於健康促進學校哲理與行動。學校衛生護理雜誌，26，77-97。臺灣健康促進學校（2019）。HPS輔導計畫。取自http://hps.hphe.ntnu.edu.tw/劉潔心（2013）。臺灣推動健康促進學校之現況與展望。中等教育，64（1），6-25。劉潔心、晏涵文（2005）。臺灣健康促進學校整體行動方案芻議－專業支持輔導機制之建議。臺灣教育，634，2-13。劉潔心、晏涵文、邱詩揚（2006）。HPS輔導手冊-輔導員篇。臺中市：行政院衛生署國民健康局。劉潔心、廖梨伶、施淑芳、張子超、紀雪雲、Richard H Osborne （2014）。台灣學童健康素養測驗之發展與測量。台灣公共衛生雜誌，33（3），252-270。衛生福利部國民健康署（2018）。2018國民健康署年報。衛生福利部國民健康署（2019）。健康促進工作手冊。衛生福利部國民健康署（2021）。健康促進學校國際認證。線上檢索日期：2023年5月23日。取自：https://www.hpa.gov.tw/Pages/List.aspx?nodeid=1283賴香如（2008）。各國健康促進學校計畫之特色與啟示。學校衛生，52，107-115。鍾欣儒（2007）。臺北縣公立高級中等學校公辦民營經營型態評估研究。國立政治大學教育學系碩士論文。二、英文部份Albert Lee 1, Frances F K Cheng, Lawry St Leger. (2005). Evaluating health-promoting schools in Hong Kong: development of a framework. Health Promotion International. 20(2),177-186.Albert Lee, A. Lo, M. W. Keung, Chi Ming Amy Kwong, K. Wong (2019) . Effective health promoting school for better health of children and adolescents: indicators for success.BMC Public Health. 19, 1088. doi:10.1186/s12889-019-7425-6Albert Lee, Amelia Lo, Queenie Li, Vera Keung, Amy Kwong. (2020). Health Promoting Schools: An Update. Applied health economics and health policy. 18(5),605-623.Albert Lee, Lawrence St Leger, Frances F K Cheng; Hong Kong Healthy Schools Team. (2007). The status of health-promoting schools in Hong Kong and implications for further development. Health Promotion International. 22(4),316-326.Barnekow, V., Buijs, G., Clift, S., Jensen, B.B., Paulus, P., Rivett, D. & Young, I. (2006). Health-promoting schools: a resource for developing indicators. International Planning Committee (IPC).Carl Parsons, David Stears, and Caroline Thomas. (1996). The health promoting school in Europe: conceptualising and evaluating the change. Health education journal,55(3).Carolyn L Coburn 1, Penny C Weismuller. (2012). Asian motivators for health promotion. Journal of Transcultural Nursing ,23(2),205-214.Catalina Lopez-Quintero 1, Paul Freeman, Yehuda Neumark. (2009). Hand washing among school children in Bogota, Colombia. American journal of public Health , 99 (1), 94–101. doi:10.2105/AJPH.2007.129759Centers for Disease Control and Prevention (CDC). (2014). Whole School, Whole Community, Whole Child: A Collaborative Approach to Learning and Health. Retrieved from: https://www.cdc.gov/healthyschools/wscc/index.htmChen, S. J. and Hwang, C.L. (1992). Fuzzy multiple attribute decision making method and application: A state-of-the-art survey (Vol. 375). New York: Spring-Verlag.DosSantos Silva, R., & DeAndrade Bodstein, R. (2016). A theoretical framework on intersectoral practice in School Health Promotion. Ciencia & saude coletiva, 21(6), 1777-1778. doi:10.1590/1413-81232015216.08522016Erawan, P. (2015). Health schools promotion: An experience in Thailand. Procedia-Social and Behavioral Sciences, 186, 513-521.Fung, C., McIsaac, J-L.D., Kuhle, S., Kirk, S.F., & Veugelers, P.J. (2013). The impact of a population-level school food and nutrition policy on dietary intake and body weights of Canadian children. Preventive Medicine, 57(6), 934-940.Gmür, M. (2003). Co-citation analysis and the search for invisible colleges: A methodological evaluation. Scientometrics, 57(1), 27-57.Goodstadt, M. S. (1986). Health promotion: A conceptual exploration and operationalization. Health Promotion, 1(1), 99-108.Hallinger, P. (2014). Reviewing reviews of research in educational leadership: An empirical assessment. Educational Administration Quarterly, 50(4), 539-576.Hallinger, P. (2020). Science mapping the knowledge base on educational leadership and management from the emerging regions of Asia, Africa and Latin America. Educational Management Administration & Leadership, 48(2), 209-230.Inchley, J., Muldoon, J., Currie, D. (2019). Becoming a health promoting school: Evaluating the process of effective implementation in Scotland. Health Promotion International, 34(1), 35-47.Lawrence W. Green and Marshall W. Kreuter (1991).Health Promotion Planning: An Education and Environmental Approach. Education and Counseling, 19(3), 298-298. London: Mayfield.Lewallen, T.C., Hunt, H., Potts-Datema, W., Zaza, S., & Giles, W. (2015).The Whole School, whole community, whole child model: A new approach for improving educational attainment and healthy development for students. Journal of School Health, 85(11), 729-739.M L Booth 1, O Samdal. (1997). Health-promoting schools in Australia: models and measurement. Australian and New Zealand Journal Public Health. 21(4), 365-70.Madsen, K. D., Nordin, L. L., & Simovska, V. (2015). Linking health education and sustainability education in schools: local transformations of international policy. Schools for health and sustainability: theory, research and practice, 81-109. doi: 10.1007/978-94-017-9171-7_5Mayston, D. J. & Jesson, D. J. (1991) . Educational performance assessment : A new framework of analysis. Policy and Politics,19, 99-108.O`Donnell, M.P. (1989). Definition of health promotion: Part III: Expanding the definition. American journal of health promotion,3(3),5. doi: 10.4278/0890-1171-3.3.5.Pearson, M., Chilton, R., Wyatt, K., Abraham, C., Ford, T., Woods, H. B., & Anderson, R. (2015).Implementing health promotion programmes in schools: a realist systematic review of research and experience in the United Kingdom. Implementation Science, 10(149),1-20.Pender, N. J. (1987). Health promotion in nursing practice (2th ed). Health,10(6).Rootman, Irving, Goodstadt, Michael, Hyndman, Brian, McQueen, David V., Potvin, Louise. et al. (2001). Evaluation in health promotion: principles and perspectives. World Health Organization. Regional Office for Europe. https://apps.who.int/iris/handle/10665/272659.Salvy, S.J., De La Haye, K., Bowker, J.C. and Hermans, R.C.J. (2012). Influence of Peers and Friends on Children’s and Adolescents’ Eating and Activity Behaviors. Physiology & Behavior, 106, 369-378.St Leger, L. (2001). Schools, health literacy and public health: possibilities and challenges. Health promotion international, 16(2), 197 205.Stewart-Brown, S., Freeman, R., Platt, S., Tennant, A., Weich, S., & Parkinson, J. (2006). Health promoting schools and health promotion in schools: Two systematic reviews. Health Technology Assessment, 10(11), 1-210.Tesler, R., Harel-Fisch, Y., & Baron-Epel, O. (2016).School health promotion policies and adolescent risk behaviors in Israel: a multilevel analysis. Journal of School Health,86(6),435-443.The Australian Council for Health, Physical Education and Recreation Inc. (ACHPER) (2020). Australian Health Promoting Schools. Retrieved from: https://achper.org.au/ACHPERNational/ACHPERNational/Advocacy/Australian-Health-Promoting-Schools.aspxTurunen, H., Sormunen, M., D., Jourdan, D., Von Seelen, J., & Buijs, G. (2017). Health Promoting Schools－a complex approach and a major means to health improvement. Health Promotion International, 32(2), 177-184.Turunen, H., Sormunen, M., Jourdan, D., Von Seelen, J., & Buijs, G. (2017).Health Promoting Schools-a complex approach and a major means to health improvement. Health Promotion International, 32(2), 177-184.U.S. Department of Education. (2016). The Role of Health Education in Addressing the Needs of the Whole Child: The Whole School, Whole Community, Whole Child Approach. Retrieved from: https://www.ed.gov/whole-child/health-educationUNESCO. (2005). Guidelines for developing national strategies for educational for sustainable development. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000140520UNESCO. (2005). The Health Promoting School: International Advances in Theory, Evaluation and Practice. Health Education, 106(4), 330-332. doi: 10.1108/he.2006.106.4.330.2UNICEF. (2007). Child poverty in perspective: An overview of child well-being in rich countries. Innocenti Research Centre, Report Card 7.UNICEF. (2013). Child well-being in rich countries: A comparative overview. Innocenti Research Centre, Report Card 11.United Nations Development Programme. (2009). Human development report 2009: Overcoming barriers: Human mobility and development. Retrieved from http://hdr.undp.org/sites/default/files/reports/269/hdr_2009_en_complete.pdfWalker, S. N., Sechrist, K. R., & Pender, N. J. (1987). The health promoting lifestyle profile: Development and psychometric characteristics. Nursing Research, 36(2), 77-81.World Health Organization & UNESCO. (2018).Global Standards for Health Promoting Schools.World Health Organization & UNESCO. (2021). Making every school a health-promoting school – Global standards and indicators.World Health Organization & UNESCO. (2021). Making every school a health-promoting school: implementation guidance. https://apps.who.int/iris/handle/10665/341908.World Health Organization. (1986). The Ottawa Charter for Health Promotion.World Health Organization. (1996). Regional guidelines Development of health-promotion -A framework for action. WHO Regional Office for the Western Pacific.World Health Organization. (1997). The World health report: 1997：Conquering suffering, enriching humanity/ report of the Director-General. Retrieved from: http://www.who.int/iris/handle/10665/41900.World Health Organization. (1998). Health promoting schools.World Health Organization. (2010). Monitoring the building blocks of health systems: A handbook of indicators and their measurement strategies. Geneva: World Health Organization.World Health Organization. (2017). Health promoting schools: Experiences from the western pacific region.World Health Organization. (2022). Roadmap for Implementation of Health Promoting Schools in the South-East Asia Region.Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. 描述 碩士
國立政治大學
學校行政碩士在職專班
105911008資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105911008 資料類型 thesis dc.contributor.advisor 吳政達 zh_TW dc.contributor.advisor WU, Cheng-Ta en_US dc.contributor.author (Authors) 陳怡蓓 zh_TW dc.contributor.author (Authors) Chen, I-Pei en_US dc.creator (作者) 陳怡蓓 zh_TW dc.creator (作者) Chen, I-Pei en_US dc.date (日期) 2023 en_US dc.date.accessioned 2-Aug-2023 14:32:51 (UTC+8) - dc.date.available 2-Aug-2023 14:32:51 (UTC+8) - dc.date.issued (上傳時間) 2-Aug-2023 14:32:51 (UTC+8) - dc.identifier (Other Identifiers) G0105911008 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/146690 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 學校行政碩士在職專班 zh_TW dc.description (描述) 105911008 zh_TW dc.description.abstract (摘要) 本研究係以「健康促進學校國際認證標準」為指標發展之基礎，並參採聯合國教科文組織與世界衛生組織最新發布之健康促進學校全球標準與國內外有關健康促進學校指標相關的文獻，旨在建立健康促進學校指標及權重。研究方法採焦點團體座談及模糊德菲法，藉以蒐集專家學者對健康促進學校指標向度之重要性意見。最後以三角模糊數及反模糊化，進行指標之刪除及權重計算，經過重新編排後，建構「健康促進學校指標系統」。本研究建構「健康促進學校指標系統」，共有8個向度、43項指標，而指標中權重最重者為「學校提供足夠的飲用水，定期檢驗飲水設備並將水質檢驗結果與維護紀錄置於明顯處」、權重最低者為「學校依教育部或縣市教育局（處）規定的健康議題，並按照實證導向的精神推動及檢討」。依據本研究之結論，提出對主管機關、高級中等以下各級學校推動健康促進及未來研究之建議。 zh_TW dc.description.abstract (摘要) This study is based on the "Health Promoting School International Accreditation Standards" as the foundation for indicator development, and incorporates relevant literature on health promoting school indicators from the latest releases by UNESCO and the World Health Organization, both internationally and domestically. The aim is to establish health promoting school indicators and their weights in our country. The research methods involves focus group discussions and the Delphi method, which collect expert opinions on the importance of dimensions related to health promoting school indicators. Finally, using triangular fuzzy numbers and defuzzification, indicators are eliminated and weights are calculated. After reorganization, the "Health Promoting School Indicator System" was constructed.This study constructs the "Health Promoting School Indicator System" consisting of 8 dimensions and 43 indicators. The indicator with the highest weight is "School provides an adequate supply of drinking water, regularly tests drinking water facilities, and displays water quality test results and maintenance records prominently." The indicator with the lowest weight is "School promotes and reviews health issues according to the guidelines set by the Ministry of Education or county/city education authorities, following an evidence-based approach." Based on the findings of this study, recommendations are proposed for the competent authorities and schools at all levels of primary and secondary education regarding the promotion of health promotion and future research. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與研究問題 4第三節 重要名詞釋義 4第四節 研究範圍與限制 7第二章 文獻探討 9第一節 健康促進學校知識基礎分析 9第二節 國際上推動健康促進學校發展 23第三節 我國推動健康促進學校發展 37第四節 健康促進學校指標之探討 47第三章 研究設計與實施 87第一節 研究架構 87第二節 研究對象 88第三節 研究方法與流程 89第四節 資料處理與分析 95第四章 研究結果分析與討論 96第一節 健康促進學校指標的專家內容效度與焦點團體座談結果之分析 96第二節 健康促進學校指標向度與權重建構之分析與討論 109第三節 不同利害關係人對於健康促進學校指標之差異分析 128第五章 結論與建議 134第一節 結論 134第二節 建議 138參考文獻 144附錄一 焦點團體專家內容效度審查問卷 154附錄二 焦點團體座談後修正之指標 163附錄三 模糊德菲法問卷 172 zh_TW dc.format.extent 6941576 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105911008 en_US dc.subject (關鍵詞) 健康促進學校 zh_TW dc.subject (關鍵詞) 健康促進學校指標 zh_TW dc.subject (關鍵詞) 權重分析 zh_TW dc.subject (關鍵詞) 兒童及青少年健康 zh_TW dc.subject (關鍵詞) 焦點團體座談 zh_TW dc.subject (關鍵詞) 模糊德菲法 zh_TW dc.subject (關鍵詞) Health Promoting School en_US dc.subject (關鍵詞) Health Promoting School Indicators en_US dc.subject (關鍵詞) Weight Analysis en_US dc.subject (關鍵詞) Children and Adolescent Health en_US dc.subject (關鍵詞) Focus Group Discussion en_US dc.subject (關鍵詞) Fuzzy Delphi Method en_US dc.title (題名) 我國健康促進學校指標及權重建構之研究 zh_TW dc.title (題名) A Study on Constructing Health Promoting School Indicators and Weights in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部份王淑華（2004）。高中職社區化適性課程改進成效指標之建構。國立臺灣師範大學工業教育學系碩士論文。台灣學校衛生學會（2019）。第四版學校衛生供作指引理論篇。取自http://sha.org.tw/category/journal/行政院衛生署（2005）。社區衛生護理實務參考指引。行政院衛生署、國家衛生研究院（2009）。2020健康國民白皮書。台北：行政院衛生署企劃室。行政院衛生署國民健康局（2004）。參訪澳洲推動健康促進學校計畫。取自： https://report.nat.gov.tw/ReportFront/ReportDetail/detail?sysId=C09500474#b吳政達（2008）。教育政策分析：概念、方法與應用（第二版）。高等教育出版社。吳清山、林天祐（2001）。焦點團體法。教育研究月刊，92，128。李大拔（2002）。健康促進學校：香港經驗分享。香港中文大學。李蘭、陳富莉（1998）。美國與歐洲之健康促進概念。健康促進通訊，1，2-5。阮亭中、吳柏林（2000）。模糊數學與統計應用。台北：俊傑書局。姜逸群、黃雅文（1992）。衛生教育與健康促進。台北：文景。香港中文大學醫學院賽馬會公共衛生及基層醫療學院健康教育及促進健康中心（2018）。取自http://www.cuhk.edu.hk/med/hep/c_index.html唐貺怡、黄松元、陳政友（2004）。美國小學學校衛生指標。學校衛生，45， 91-119。晏涵文（2002）。學校健康促進計畫。臺灣教育，617，2-12。健康促進學校國際網絡推廣中心（2021）。台灣HPS。線上檢索日期：2023年5月23日。取自：https://www.hpsinc.tw/page/3.0國家教育研究院（2012）。模糊集合理論。國家教育研究院雙語詞彙、學術名詞暨辭書資訊網。https://terms.naer.edu.tw/detail/1679030/國家衛生研究院（2015）。2030兒童醫療與健康政策建言書。張鈿富（1996）。台灣地區教育指標建構之研究。行政院國家科學委員會研究報告(編號：NSC84-2413-H004-002)。臺北市：政治大學。張憲庭（2009）。推動健康促進學校的有效策略。北縣教育，67。張麗春、黃松元、巫菲翎（2005）。從健康促進學校的觀點談學校與社區夥伴關係之建立。護理雜誌，52（3），76-81。教育部（2013年，12月11日)。教育基本法。全國法規資料庫。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0020045&kw教育部（2016年，6月1日)。國民教育法。全國法規資料庫。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070001&kw教育部（2021）。健康促進學校之學校衛生工作指引。教育部（2021）。教育部國民及學前教育署補助地方政府辦理學校健康促進實施計畫。教育部（2021，1月13日修訂）。學校衛生法。全國法規資料庫。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0020050郭昭佑（2001）。教育評鑑指標建構方法探究。國教學報，13，257-285。郭家娟（2019）。健康促進學校國際認證金、銀、銅質獎學校推動歷程之研究。國立臺灣師範大學健康促進與衛生教育學系碩士論文。郭鐘隆（2005）。推動學校本位的健康促進學校。臺灣教育，634，14-19。陳文彥（2021）。教師領導知識基礎的文獻計量分析。教育研究與發展期刊，17（2），1-35。陳玉霞（2007）。宜蘭縣先驅性健康促進學校執行成效評估之研究。國立臺灣師範大學衛生教育學系碩士論文。陳志哲、王耀德、李有村、紀雪雲（2008）。台灣健康促進學校聯盟參訪香港省思。學校衛生，53，111-122。陳美嬿（2010）。健康促進學校與社區夥伴關係之現況及其相關因素研究。國立臺灣師範大學健康促進與衛生教育學系碩士論文。陳毓景（2001）。健康促進學校的發展與推動。學校衛生，39，40-62。黄松元、陳政友、賴香如（2004）。學校衛生工作新模式-健康促進學校。學校衛生，45，59-71。曾如敏（2005）。臺灣地區國民小學護理人員對健康促進學校的看法與其相關因素之研究。國立臺灣師範大學衛生教育學系碩士論文。湯家偉（2006）。台灣地區大學排名指標建構之研究。國立政治大學教育學系碩士論文。黃松元（2003）。我國學校衛生之發展。學校衛生，42，59-81。黃松元（2009）。健康促進學校計畫的實施及其應努力的方向。學校衛生，55，107-122。黃淑貞、徐美玲、莊苹、姜逸群、陳曉玟、邱雅莉（2005）。臺灣地區國小實施健康促進學校現況之研究。學校衛生，46，1-23。黃淳霞、吳佳珊、江季蓁、胡淑華、于漱（2010）。健康促進學校中之護理人員的角色與應具備的專業能力。源遠護理，4（2），11-18。楊靜昀、蔡國瑞、陳政友、劉秀枝、牛玉珍（2018）。學校護理人員「織」於健康促進學校哲理與行動。學校衛生護理雜誌，26，77-97。臺灣健康促進學校（2019）。HPS輔導計畫。取自http://hps.hphe.ntnu.edu.tw/劉潔心（2013）。臺灣推動健康促進學校之現況與展望。中等教育，64（1），6-25。劉潔心、晏涵文（2005）。臺灣健康促進學校整體行動方案芻議－專業支持輔導機制之建議。臺灣教育，634，2-13。劉潔心、晏涵文、邱詩揚（2006）。HPS輔導手冊-輔導員篇。臺中市：行政院衛生署國民健康局。劉潔心、廖梨伶、施淑芳、張子超、紀雪雲、Richard H Osborne （2014）。台灣學童健康素養測驗之發展與測量。台灣公共衛生雜誌，33（3），252-270。衛生福利部國民健康署（2018）。2018國民健康署年報。衛生福利部國民健康署（2019）。健康促進工作手冊。衛生福利部國民健康署（2021）。健康促進學校國際認證。線上檢索日期：2023年5月23日。取自：https://www.hpa.gov.tw/Pages/List.aspx?nodeid=1283賴香如（2008）。各國健康促進學校計畫之特色與啟示。學校衛生，52，107-115。鍾欣儒（2007）。臺北縣公立高級中等學校公辦民營經營型態評估研究。國立政治大學教育學系碩士論文。二、英文部份Albert Lee 1, Frances F K Cheng, Lawry St Leger. (2005). Evaluating health-promoting schools in Hong Kong: development of a framework. Health Promotion International. 20(2),177-186.Albert Lee, A. Lo, M. W. Keung, Chi Ming Amy Kwong, K. Wong (2019) . Effective health promoting school for better health of children and adolescents: indicators for success.BMC Public Health. 19, 1088. doi:10.1186/s12889-019-7425-6Albert Lee, Amelia Lo, Queenie Li, Vera Keung, Amy Kwong. (2020). Health Promoting Schools: An Update. Applied health economics and health policy. 18(5),605-623.Albert Lee, Lawrence St Leger, Frances F K Cheng; Hong Kong Healthy Schools Team. (2007). The status of health-promoting schools in Hong Kong and implications for further development. Health Promotion International. 22(4),316-326.Barnekow, V., Buijs, G., Clift, S., Jensen, B.B., Paulus, P., Rivett, D. & Young, I. (2006). Health-promoting schools: a resource for developing indicators. International Planning Committee (IPC).Carl Parsons, David Stears, and Caroline Thomas. (1996). The health promoting school in Europe: conceptualising and evaluating the change. Health education journal,55(3).Carolyn L Coburn 1, Penny C Weismuller. (2012). Asian motivators for health promotion. Journal of Transcultural Nursing ,23(2),205-214.Catalina Lopez-Quintero 1, Paul Freeman, Yehuda Neumark. (2009). Hand washing among school children in Bogota, Colombia. American journal of public Health , 99 (1), 94–101. doi:10.2105/AJPH.2007.129759Centers for Disease Control and Prevention (CDC). (2014). Whole School, Whole Community, Whole Child: A Collaborative Approach to Learning and Health. Retrieved from: https://www.cdc.gov/healthyschools/wscc/index.htmChen, S. J. and Hwang, C.L. (1992). Fuzzy multiple attribute decision making method and application: A state-of-the-art survey (Vol. 375). New York: Spring-Verlag.DosSantos Silva, R., & DeAndrade Bodstein, R. (2016). A theoretical framework on intersectoral practice in School Health Promotion. Ciencia & saude coletiva, 21(6), 1777-1778. doi:10.1590/1413-81232015216.08522016Erawan, P. (2015). Health schools promotion: An experience in Thailand. Procedia-Social and Behavioral Sciences, 186, 513-521.Fung, C., McIsaac, J-L.D., Kuhle, S., Kirk, S.F., & Veugelers, P.J. (2013). The impact of a population-level school food and nutrition policy on dietary intake and body weights of Canadian children. Preventive Medicine, 57(6), 934-940.Gmür, M. (2003). Co-citation analysis and the search for invisible colleges: A methodological evaluation. Scientometrics, 57(1), 27-57.Goodstadt, M. S. (1986). Health promotion: A conceptual exploration and operationalization. Health Promotion, 1(1), 99-108.Hallinger, P. (2014). Reviewing reviews of research in educational leadership: An empirical assessment. Educational Administration Quarterly, 50(4), 539-576.Hallinger, P. (2020). Science mapping the knowledge base on educational leadership and management from the emerging regions of Asia, Africa and Latin America. Educational Management Administration & Leadership, 48(2), 209-230.Inchley, J., Muldoon, J., Currie, D. (2019). Becoming a health promoting school: Evaluating the process of effective implementation in Scotland. Health Promotion International, 34(1), 35-47.Lawrence W. Green and Marshall W. Kreuter (1991).Health Promotion Planning: An Education and Environmental Approach. Education and Counseling, 19(3), 298-298. London: Mayfield.Lewallen, T.C., Hunt, H., Potts-Datema, W., Zaza, S., & Giles, W. (2015).The Whole School, whole community, whole child model: A new approach for improving educational attainment and healthy development for students. Journal of School Health, 85(11), 729-739.M L Booth 1, O Samdal. (1997). Health-promoting schools in Australia: models and measurement. Australian and New Zealand Journal Public Health. 21(4), 365-70.Madsen, K. D., Nordin, L. L., & Simovska, V. (2015). Linking health education and sustainability education in schools: local transformations of international policy. Schools for health and sustainability: theory, research and practice, 81-109. doi: 10.1007/978-94-017-9171-7_5Mayston, D. J. & Jesson, D. J. (1991) . Educational performance assessment : A new framework of analysis. Policy and Politics,19, 99-108.O`Donnell, M.P. (1989). Definition of health promotion: Part III: Expanding the definition. American journal of health promotion,3(3),5. doi: 10.4278/0890-1171-3.3.5.Pearson, M., Chilton, R., Wyatt, K., Abraham, C., Ford, T., Woods, H. B., & Anderson, R. (2015).Implementing health promotion programmes in schools: a realist systematic review of research and experience in the United Kingdom. Implementation Science, 10(149),1-20.Pender, N. J. (1987). Health promotion in nursing practice (2th ed). Health,10(6).Rootman, Irving, Goodstadt, Michael, Hyndman, Brian, McQueen, David V., Potvin, Louise. et al. (2001). Evaluation in health promotion: principles and perspectives. World Health Organization. Regional Office for Europe. https://apps.who.int/iris/handle/10665/272659.Salvy, S.J., De La Haye, K., Bowker, J.C. and Hermans, R.C.J. (2012). Influence of Peers and Friends on Children’s and Adolescents’ Eating and Activity Behaviors. Physiology & Behavior, 106, 369-378.St Leger, L. (2001). Schools, health literacy and public health: possibilities and challenges. Health promotion international, 16(2), 197 205.Stewart-Brown, S., Freeman, R., Platt, S., Tennant, A., Weich, S., & Parkinson, J. (2006). Health promoting schools and health promotion in schools: Two systematic reviews. Health Technology Assessment, 10(11), 1-210.Tesler, R., Harel-Fisch, Y., & Baron-Epel, O. (2016).School health promotion policies and adolescent risk behaviors in Israel: a multilevel analysis. Journal of School Health,86(6),435-443.The Australian Council for Health, Physical Education and Recreation Inc. (ACHPER) (2020). Australian Health Promoting Schools. Retrieved from: https://achper.org.au/ACHPERNational/ACHPERNational/Advocacy/Australian-Health-Promoting-Schools.aspxTurunen, H., Sormunen, M., D., Jourdan, D., Von Seelen, J., & Buijs, G. (2017). Health Promoting Schools－a complex approach and a major means to health improvement. Health Promotion International, 32(2), 177-184.Turunen, H., Sormunen, M., Jourdan, D., Von Seelen, J., & Buijs, G. (2017).Health Promoting Schools-a complex approach and a major means to health improvement. Health Promotion International, 32(2), 177-184.U.S. Department of Education. (2016). The Role of Health Education in Addressing the Needs of the Whole Child: The Whole School, Whole Community, Whole Child Approach. Retrieved from: https://www.ed.gov/whole-child/health-educationUNESCO. (2005). Guidelines for developing national strategies for educational for sustainable development. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000140520UNESCO. (2005). The Health Promoting School: International Advances in Theory, Evaluation and Practice. Health Education, 106(4), 330-332. doi: 10.1108/he.2006.106.4.330.2UNICEF. (2007). Child poverty in perspective: An overview of child well-being in rich countries. Innocenti Research Centre, Report Card 7.UNICEF. (2013). Child well-being in rich countries: A comparative overview. Innocenti Research Centre, Report Card 11.United Nations Development Programme. (2009). Human development report 2009: Overcoming barriers: Human mobility and development. Retrieved from http://hdr.undp.org/sites/default/files/reports/269/hdr_2009_en_complete.pdfWalker, S. N., Sechrist, K. R., & Pender, N. J. (1987). The health promoting lifestyle profile: Development and psychometric characteristics. Nursing Research, 36(2), 77-81.World Health Organization & UNESCO. (2018).Global Standards for Health Promoting Schools.World Health Organization & UNESCO. (2021). Making every school a health-promoting school – Global standards and indicators.World Health Organization & UNESCO. (2021). Making every school a health-promoting school: implementation guidance. https://apps.who.int/iris/handle/10665/341908.World Health Organization. (1986). The Ottawa Charter for Health Promotion.World Health Organization. (1996). Regional guidelines Development of health-promotion -A framework for action. WHO Regional Office for the Western Pacific.World Health Organization. (1997). The World health report: 1997：Conquering suffering, enriching humanity/ report of the Director-General. Retrieved from: http://www.who.int/iris/handle/10665/41900.World Health Organization. (1998). Health promoting schools.World Health Organization. (2010). Monitoring the building blocks of health systems: A handbook of indicators and their measurement strategies. Geneva: World Health Organization.World Health Organization. (2017). Health promoting schools: Experiences from the western pacific region.World Health Organization. (2022). Roadmap for Implementation of Health Promoting Schools in the South-East Asia Region.Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. zh_TW
